Theory Building Training (TBT) was held by the Center For Indigenous and Cultural Psychology (CICP) Faculty of Psychology UGM continues on the second day. Where T. Novi Poespita Chandra, M.Si was given the trust to be a speaker. She is a lecturer in Developmental Psychology at the Faculty of Psychology UGM as well as the Ph.D Candidate at Melbourne University with a research Grounded Theory approach. In the training she shared the experience of being a researcher Grounded Theory from taking data up to data analysis and how it is implemented.
At the beginning of the meeting, T. Novi Poespita Chandra, M.Si said that the Grounded Theory approach is a form of resistance to positivism research that results in confirmation. Grounded Theory demands researchers for staying, living at research venues. Researchers should also understand exactly why they should be there. In addition, Grounded Theory research takes a longer time. It cannot be implemented only in a week or two weeks. Minimum time required 6 months or even also years. Grounded Theory is also different from phenomenology, where phenomenology shoots the process of occurrence, when it has been in the axial coding stage then can be immediately analyzed. While the same thing cannot be found on Grounded Theory.
Grounded researchers are also expected to never stop in questioning their own research, even when the research has been applied in the field many things that can make the theory be modified. Essentially, the researcher of Grounded Theory is to be “anxious” because it is the moral responsibility of a researcher who directs it to be able to give benefit to the community and social problems.
The thing that made her interested in research with this approach began since she returned to Indonesia after spending a lot of time living in Australia. She saw the fact that many children in Indonesia who want to break school while in Australia is the opposite, children want go to school. From her observation, it was what made her try to answer about the questions of the school like what can promote the children want to school. She admitted that, this is also a form of anxiety in itself because he has a very large vision in building a smart generation while the curriculum in Indonesia is still like nowadays, not to mention the fact of existing teachers and Indonesia rating has not been able to rival the excellence of education in other countries even when compared with other Southeast Asian Countries. In her research, Novi showed positive and negative experiences in school life. The results of the research experienced are many more, after it was implemented then re-research on anything that has not been appropriate.
Basically, a problem that can be raised to be researched with Grounded Theory approach also does not need a big problem. Everyday problems can also be used as one of the problems raised. Such as his observations that departed from his knowledge of the world of development and education. He also added that the Grounded Theory proposal is unlike a proposal in the form of literature review, but from the problem we see it can be made into a proposal. Although there are still many confused between grounded and other qualitative approaches such as ethnography or phenomenology. It is actually unnecessary to be a concern because when researchers take data then think about it, long-time researchers will find a sensing to categorize it with other qualitative approaches.
Grounded research is also quite long, because of the technique used, but on the mindset and spirit of studying it. “Because Grounded Theory is a paradigm not merely a methodology. It means how the researcher believes to build a construct from below, from Ground “, explained Novi.